Description: This paper explores a current that has emerged within recent feminist scholarship that re-asserts the biological in accounts of mind body relations and asks what this has to offer phenomenological accounts of embodiment, and by extension, learning and knowing. Despite the fact that discourse proliferates within the humanities on 'the problem of the body', inquiries into the biological body remain largely absent within that domain. The focus is rather on the symbolic and its effects. Phenomenological inquiry has sought to re-engage with the lived-experience of embodiment and thereby provide an integrated account of being-in-the-world. Yet, such accounts also tend to ignore biological processes and events, perhaps because they do not easily render themselves available to phenomenological inquiry. Here I explore what an engagement with biological level data might have to offer phenomenological accounts of learning and knowing, showing that the potential for meaningful engagement with the world occurs beyond just the central nervous system and brain.